Learning journey: A Celebration of Gypsy/Traveller Communities in Scotland
Focus: Expressive Arts & Literacy and English
CfE Level: Second
Introduction:
This learning journey provides learners with the opportunity to learn about the history, culture and lives of the Gypsy/Traveller community.
It is important when looking at the history and culture of Gypsy/Travellers in Scotland that the Gypsy/Traveller community is recognised as a
diverse group of communities which includes, Scottish Gypsies/Travellers, showmen, new travellers and Roma.
This learning journey uses Expressive Arts and Literacy and English as the curriculum focus for exploring the history and culture of the
Gypsy/Traveller community and reflecting on the impact it has had on Scotland.
Main areas of focus are therefore:
•
The history of the Gypsy/Traveller communities in Scotland
•
The cultural impact of the Gypsy/Traveller communities in Scotland
•
Celebrating Scotland’s diverse community.
Prior learning:
Interdisciplinary opportunities:
Learners might have peers or family from the
Gypsy/Traveller community. Learners may also
be aware of Gypsy/Travellers in their own
communities. Learners may have preconceived
ideas about Gypsy/Travellers based on what they
may have observed in the media or heard
anecdotally which can be discussed further.
To contextualise learners' understanding,
practitioners may wish to consider looking at
different aspects of culture with young people
including their own. This could involve identifying
what learners connect with as their culture
e.g. social media, music.
The learning experiences will open
opportunities across Literacy and English,
Social Studies, Expressive Arts and
Health and Wellbeing.
Interdisciplinary topics might include:
•
One Scotland, many cultures
•
Celebrating a diverse
community
•
Travellers in Scotland
1
Learning journey: A Celebration of Gypsy/Traveller Communities in Scotland
Focus: Expressive Arts & Literacy and English
CfE Level: Second
Relevant Experiences and Outcomes:
Expressive Arts:
•
•
•
•
I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/
performances. EXA 2-01a
Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 2-05a
Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through drama. EXA 2-13a
Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical
activities. EXA 2-18a
Literacy and English:
•
•
•
•
•
When listening and talking with others for different purposes, I can:
o share information, experiences and opinions
o explain processes and ideas
o identify issues raised and summarise main points or findings
o clarify points by asking questions or by asking others to say more LIT 2-09a
Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different
purposes. LIT 2-14a
I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience LIT 2-20a
I am learning to use language and style in a way which engages and / or influences my reader ENG 2-27a
Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and
appropriate structure, interesting characters and / or settings which come to life ENG 2-31a
Social Studies:
•
•
I can explain how the needs of a group in my local community are supported. SOC 2-16a
I can discuss issues of the diversity of cultures, values and customs in our society. SOC 2-16c
2
Learning journey: A Celebration of Gypsy/Traveller Communities in Scotland
C
Focus: Expressive Arts & Literacy and English
CfE Level: Second
Learning Experience A: The history of the Gypsy/Traveller community in Scotland
Introduction
Possible learning opportunities / tasks
Possible evidence
Historical records of Gypsies/ Travellers in Scotland
dates back to the 15th century. Historical records show
that the Romani people arrived in Scotland in the 15th
century and from there mixed with indigenous groups
in Scotland, some of whom may also have had
nomadic traditions. This mixing of culture and tradition
is reflected in the Gypsy/Traveller language of “cant”
which takes language from Scots, Gaelic and Romani.
Learners could:
• Work co-operatively to research the main Gypsy
/Traveller communities in Scotland, and compare the
differences and similarities of these groups throughout
history. This could include looking at language, culture
and beliefs from each group but also the language used
to describe these groups by others.
Learners can:
Write Produce materials in the form of short
stories, poems and folk songs
Make Create pieces of artwork to reflect their
learning of Scottish Gypsy/Travellers and
their culture.
Say Discuss the cultural impact the
Gypsy/Traveller community has had on
Scotland.
•
Stimulus: Learners could be asked what they
know about :
• Different Gypsy/Traveller communities
• History of the Gypsy/Traveller community in
Scotland.
• Folk songs
Key learning
At the end of this learning experience learners
will:
• Understand the diverse groups of
Gypsies/Travellers in Scotland.
• Understand the cultural impact the
Gypsy/Traveller community has had on Scotland.
• Creatively share Gypsy/Traveller history through
music and poetry.
• Successfully identify Gypsy/Traveller figures
throughout history who have had an impact on
cultural aspects of Scotland.
• Can reflect on the positive changes migration has
had on Scotland
• Can share the benefits of a diverse culture in their
own community.
•
Share folk lore and songs from these travelling
communities and research the history of this to gain a
more in depth knowledge of these stories
Research famous Gypsies/Travellers throughout history.
Track their life stories looking at family, housing,
employment, possible hardship. e.g. Belle Stewart, Sheila
Stewart and Duncan Williamson.
Learners can also:
Develop storytelling techniques through creating their
own folk lore or traveller songs.
Useful resources
Reflecting on learning:
Questions for learners:
• What have you learned about the history of
the Gypsy/Traveller communities in
Scotland?
• What do you think is the biggest contribution
Gypsies/Travellers have made to Scotland?
• What aspects of the Gypsy/Traveller culture
can you recognise in your own community?
Taking it further
•
http://www.step.education.ed.ac.uk/
http://www.article12.org/resources/
https://en.wikipedia.org/wiki/Belle_Stewart
https://en.wikipedia.org/wiki/Sheila_Stewart
http://www.theguardian.com/news/2007/nov/22/guardianobitu
aries.obituaries1
http://www.srtrc.org/resources/publications?publication=478
3
•
Learners could develop the stories, songs or
poems they have produced into a play to be
performed for the wider school community.
Learners could identify Gypsies/Travellers in
their local community and invite speakers to
the class. Learners would have the
opportunity to interview Gypsies/Travellers
based on the information they have gathered
so far.
Learning journey: A Celebration of Gypsy/Traveller Communities in Scotland
Focus: Expressive Arts & Literacy and English
CfE Level: Second
Learning Experience B: Tackling prejudice through learning
Introduction
Possible learning opportunities / tasks
Possible evidence
The 2011 census highlights that Scotland is more
multi-cultural than ever before, and our
communities more ethnically and religiously
diverse. However, the Scottish Attitude Survey
2010 also highlights that 28% of people still think
it is acceptable to hold a prejudice towards
people. The Gypsy/Traveller community face
prejudice in areas such as employment, housing
and the use of negative language.
Learners could:
• Research the day to day lives of the Gypsy/Traveller
community. This could include exploring the various
housing options and the range of employment often
carried out by people in the Gypsy/Traveller community.
Learners can:
Write Personal profiles of those in the
Gypsy/Traveller community.
Make Artwork which reflects day to day life of
Gypsies /Travellers.
Say Participate actively in a discussion regarding
the portrayal of Gypsy/Travellers in the
media.
Stimulus
Ask:
• Does anyone know words/phrases that they
can relate to the Gypsy/Traveller community?
• Has anyone seen any programmes with
Gypsy/Travellers on the television?
• What do they think about the shows and how
the people are portrayed?
• Do they think this is accurate?
Key learning
Learners can:
• Identify negative and inappropriate language
and the effects using this language can have.
• Identify commonalities and differences in the
travelling and settled community.
• Identify accuracies and exaggerations in the
media.
• Recognise discrimination and be confident in
how they might respond.
•
Produce a personal profile for a Gypsy/Traveller, looking
at their life history, work, family and any discrimination
they may face.
•
Reflect on the commonalties and differences between
their lives and those of Gypsies/Travellers. If there are
Gypsies/Travellers learners in the class this is an
opportunity to look at a comparison between both
communities.
•
Watch clips from recent television shows regarding
Gypsy/Traveller lifestyles and have a discussion that
explores the reality of these shows in relation to their
learning.
Discussions could include:
o The accuracy of the media reporting and portrayal
o The impact of the media on the Gypsy / Traveller
o community
o The impact and power of the media on all minority
groups
Useful resources
http://www.step.education.ed.ac.uk/
http://www.gypsy-traveller.org/your-rights-2/
http://www.eis.org.uk/public.asp?id=923&parentid=0&dbase=2
http://www.bbc.co.uk/news/uk-scotland-19691232
4
Reflecting on learning
Questions for learners:
• What are the commonalities and differences
between the settled and travelling community?
• What forms of discrimination do
Gypsies/Travellers face?
• What impact does the media have on how the
public portrays minority groups?
Taking it further
•
•
•
Learners could:
Make links with a Gypsy/Traveller organisation
to discuss their findings regarding
discrimination. Using the organisation link they
could find out if, or how discrimination is being
tackled in their own community.
Hold peer learning events to share their
learning.
Develop an equalities group in school to look at
all forms of discrimination and their role in
tackling it.
Learning journey: A Celebration of Gypsy/Traveller Communities in Scotland
Focus: Expressive Arts & Literacy and English
CfE Level: Second
Learning experience C: Celebrating together
Introduction
Possible learning opportunities / tasks
The first two learning experiences focus
exclusively on the Gypsy/Traveller culture. The
final experience gives learners the opportunity to
learn about several different cultures that are
actively involved in creating a diverse Scotland.
Learners will have the opportunity to look at how
we can celebrate a range of cultures in our multicultural society.
Learners could:
•
Work collaboratively to explore the different cultures
that contribute to Scotland’s diverse and multi-cultural
society and develop pieces of artwork that reflect the
culture they have researched ( this could include
national dress, food, music, dance, religion)
•
Use their artwork and research to develop guidebooks
highlighting some of the cultural groups in their
community , creating a calendar as part of this to
highlight interesting traditions and practices within the
cultural groups in their local area
•
Prepare presentations that can be shared with the rest
of the class or wider school community through
assembly. These presentations could include examples
of dance, music and artwork they have developed .
Stimulus
Ask:
• Are you aware of the different cultural
influences in our society?
• Are there different cultures/ groups in our
community that we are aware of but would like
to learn more about?
Key learning
Learners can:
• Identify various groups that add to a diverse
culture in Scotland.
• Understand the benefits of a diverse culture.
• Share the information they have gathered on
various cultures in a format that others can
learn from.
• Confidently share their findings on various
cultures within the class and wider school
community.
Useful resources
http://www.scotland.org/about-scotland/scottish-cultureand-traditions
http://wiki.cultured.com/cultures/
http://www.buzzle.com/articles/world-cultures-heritage/
http://www.youngscot.org/info/culture-beliefs
5
Possible evidence
Learners can:
Say Discuss in groups the different cultures that
contribute to Scottish society
Make Produce materials that are informative and
creative.
Do Share their learning of different cultures with
others.
Reflecting on learning
Questions for Learners:
• Do you think the diverse cultures in Scotland are
visible?
• What have you learned about the various cultures
in our community?
• How can you support others to develop an
understanding of the diverse cultures in Scotland
Taking it further
Learners can:
• Hold a cultural festival for their school and wider
community, offering tasters of various foods, music,
dance, sports. Learners can provide information for
others on different groups and organisations within
their community.
• Learners could encompass the various cultures
they have learned about in a school show highlighting the dynamic and diverse culture of
Scotland.
• Learners could begin a cultural calendar for the
school celebrating various festivals and
celebrations from many cultural backgrounds.